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Ch. 12 Pers.
riding-malon
| Question | Answer |
|---|---|
| Perception | Process of imposing order on information received by our sense organs |
| Interpretation | Process of making sense of, or explaining, events in the world |
| Beliefs and desires | Standards and goals people develop for evaluating themselves and others |
| Field independent | these people have the ability to focus on details despite the clutter of background information |
| Measures used to assess field-dependence | Rod and Frame Test (RFT) Embedded Figures Test (EFT) |
| Education | Field independent people favor natural sciences, math, engineering, whereas field dependent people favor social sciences and education |
| Interpersonal relations | Field independent people are more interpersonally detached, whereas field dependent people are attentive to social cues, oriented toward other people |
| field dependence-independence | Field independent people are better able to screen out distracting information and focus on a task & students learn more effectively than field dependent students in hypermedia-based instructional environment |
| Aneseth Petrie’s reducer-augmenter theory of pain tolerance | People with low pain tolerance have a nervous system that is amplified or augmented subjective impact of sensory input People with high pain tolerance have a nervous system that is dampened or reduced effects of sensory information |
| Kelly’s Personal Construct Theory | Human nature: Humans-as-scientists; people attempt to understand, predict, and control events Personal constructs: Constructs person uses to interpret and predict events |
| Kelly and post-modernism | Post-modernism is an intellectual position grounded in notion that reality is constructed, that every person and every culture has unique version of reality, with none having privilege |
| Fundamental Postulate | “a person’s processes are psychologically channelized by the ways in which he anticipates events” |
| Commonality corollary | If two people have similar construct systems, they will be psychologically similar |
| Kellys theory cont. | Sociality corollary: To understand a person, must understand how she construes the social world Anxiety: Not being able to understand and predict life events Assessing personal constructs |
| External locus of control | Generalized expectancies that events are outside of one’s control |
| Internal locus of control | Generalized expectancies that reinforcing events are under one’s control, and that one is responsible for major life outcomes |
| Rotter’s “expectancy model” of learning behavior | Learning depends on the degree to which a person values a reinforcer—its reinforcement value People differ in their expectations for reinforcement—some believe they are in control of outcomes, whereas others do not |
| Learned helplessness | Animals (including humans) when subjected to unpleasant and inescapable circumstances, become passive and accepting of a situation, in effect learning to be helpless |
| Explanatory style | Tendency that some people have to use certain attributional categories when explaining causes of events |
| Three broad categories of attributes | External or internal Stable or unstable Global or specific |
| Pessimistic explanatory style | Emphasizes internal, stable, and global causes for negative events Associated with feelings of helplessness and poor adjustment Explanatory style is stable over time |
| Personal Projects Analysis (Little) | Emphasizes the “doing” of personality over the trait approach’s “having” of personality & active nature of personality. Pers. is what structures a person’s daily life through the selection of goals & desires |
| Intelligence | Achievement versus aptitude views of intelligence “g” or general intelligence versus domain-specific intelligences |
| Widely accepted definition of intelligence (Gardner, 1983) | Application of cognitive skill and knowledge to solve problems, learn, and achieve goals valued by the individual and the culture |
| Garner's theory of multiple intelligences | Emotional intelligence (Goleman), Traditional measures of intelligence predict school performance, but no outcome later in life, Emotion intelligence strongly predicts these life outcomes |
| Emotional intelligence includes a set of five specific abilities | 1. awareness of our own bodily signals and feelings. 2. regulate emotions, esp. stress. 3. control impulses, delay gratification, stay on task toward goals. 4. decode cues (social,emotional) 5. guide others w/o incurring anger |
| Cultural context of intelligence | We should view intelligence as being those skills valued in particular culture |
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